ICT Education : 48th Annual Conference of the Southern African Computer Lecturers{u2019} Association, SACLA 2019, Northern Drakensberg, South Africa, July 15{u2013}17, 2019, Revised Selected Papers

This book constitutes the refereed proceedings of the 48th Annual Conference of the Southern African Computer Lecturers' Association on ICT Education, SACLA 2019, held in Northern Drakensberg, South Africa, in July 2019. The 16 revised full papers presented were carefully reviewed and selected from 57 submissions. The papers are organized in following topical sections: computer programming education; system security education; software engineering education; education of post-graduate research-students; our students, our profession. Preface 6 Organization 9 Contents 12 Computer Programming Education 14 Synthesis of Social Media Messages and Tweets as Feedback Medium in Introductory Programming 15 1 Introduction 15 1.1 Motivation 17 1.2 Research Questions 18 1.3 Contribution 18 1.4 Context-Free Grammars 18 2 Related Work 19 3 Grammar Design for Tweet Synthesis 19 3.1 Structure of a Tweet 19 3.2 Building Blocks 20 3.3 Tweet 20 3.4 Broadcast Tweet 20 3.5 Inbox Tweet 21 4 Implementation 22 5 Evaluation: Students' Perception of Tweet Synthesiser 23 6 Conclusion and Future Work 25 References 26 Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students 29 1 Introduction 29 2 Related Work 30 2.1 Bottleneck Identification Approaches 31 2.2 SCC Difficulties 31 3 Research Methods 33 3.1 Design 33 3.2 Phase 1 33 3.3 Phase 2 34 4 Results and Interpretation 35 4.1 Array-Related Difficulties 35 4.2 Programming Logic Difficulties 37 4.3 Programming Control Structure Difficulty 39 5 Identification of Six SCC Bottlenecks 39 5.1 Bottleneck 1 39 5.2 Bottleneck 2 39 5.3 Bottleneck 3 40 5.4 Bottleneck 4 40 5.5 Bottleneck 5 40 5.6 Bottleneck 6 41 6 Conclusions and Future Work 41 References 42 System Security Education 45 An Approach to Teaching Secure Programming in the .NET Environment 46 1 Introduction 46 2 Related Work 47 3 Computing Education in the South African Context 49 4 Research Approach 50 4.1 Step 1: Identification of Relevant Application Risks (ARs) 51 4.2 Step 2: Identification of Secure Coding Practices (SPs) 52 4.3 Step 3: Identification of Basic Programming Concepts (PCs) 53 4.4 Step 4: Mapping Application Risks (ARs) to Basic Programming Concepts (PCs) 54 4.5 Step 5: Mapping Basic Programming Concepts (PCs) to Secure Coding Practices (SPs) 56 4.6 Step 6: Mapping Application Risks (ARs) to Identified Secure Coding Practices (SPs) 57 5 Discussion and Conclusion 58 References 59 A Framework for Integrating Secure Coding Principles into Undergraduate Programming Curricula 61 1 Introduction 61 2 Related Work 62 3 Secure Coding Principles 63 4 Challenges and Approaches to Integrating Secure Coding Principles into Programming Curricula 65 5 A Phased Approach for Integrating Secure Coding Principles into Undergraduate Programming Curricula 66 5.1 Identification Phase 67 5.2 Buy-In Phase 67 5.3 Implementation Phase 69 6 Conclusion and Outlook 72 References 73 Developing a Digital Forensics Curriculum: Exploring Trends from 2007 to 2017 75 1 Introduction 75 2 Related Work 76 2.1 Digital Forensics 76 2.2 Higher Education Institutional Curricula and Challenges 76 3 Method 77 4 Results 78 4.1 The Most Important Trends 80 4.2 Data Analysis of Papers by Years 85 5 Conclusions and Outlook to Future Work 85 References 86 Software Engineering Education 88 Hackathons as a Formal Teaching Approach in Information Systems Capstone Courses 89 1 Introduction 89 2 Central Concepts and Related Work 91 3 Methods and Materials 93 4 Case Study 94 4.1 Aims and Objectives 94 4.2 Phases 94 4.3 Projects 95 4.4 Results 95 5 Discussion 98 5.1 Curricular Hackathons 98 5.2 Teaching Approach 99 6 Conclusion 101 References 102 Modernizing the Introduction to Software Engineering Course 106 1 Introduction 106 2 Related Work 108 3 Initial Situation 111 4 Revised Course 112 4.1 2017–2018: Semester 2 115 4.2 2018–2019: Semester 1 116 5 Reception 116 5.1 From Students' Blogs 116 5.2 Student Surveys 117 6 Lessons Learned, and Future Work 118 7 Conclusion 119 References 120 Exercise Task Generation for UML Class/Object Diagrams, via Alloy Model Instance Finding 122 1 Introduction 122 2 Background on UML's CDs and ODs 123 3 Didactic Considerations 126 4 Background on Alloy Usage 128 5 Approach to Counterexample Generation 130 6 Strategy and Implementation 134 7 Related and Future Work 137 References 138 Education of Post-Graduate Research-Students 139 A Connectivist View of a Research Methodology Semantic Wiki 140 1 Introduction 140 2 Related Work 142 2.1 Connectivism 142 2.2 Connectivist Learning 143 2.3 Research Methodology Education 144 3 A Semantic Wiki for Research Methodology 144 3.1 Our Semantic Wiki 145 3.2 Students' Evaluation 148 4 Discussion 149 4.1 Nodal Structure 149 4.2 Learning 151 5 Conclusion 153 References 153 Cohort Supervision: Towards a Sustainable Model for Distance Learning 156 1 Introduction 156 2 Related Work 158 3 Research Design 160 4 Results 162 4.1 Evaluation Based on the Students' Responses 162 4.2 Evaluation Based on the Supervisors' Responses 164 5 Discussion and Recommendations 165 5.1 Discussion of the Results 165 5.2 Proposed Cohort Supervision Model 166 5.3 Recommendations 167 6 Conclusion and Outlook to Future Work 168 A Students' Reflective Questionnnaire 169 B Supervisors' Reflective Questionnaire 170 References 170 Guidelines for Conducting Design Science Research in Information Systems 172 1 Introduction 172 2 Method 173 3 An Information Systems Design Science Research Roadmap 176 3.1 Phase 1: DSR Guidelines and Themes 176 3.2 Phase 2: Relevant DSR Content According to Guidelines and Themes 176 4 Conclusion 185 References 185 Our Students, Our Profession 188 Making Sense of Unstructured Data: An Experiential Learning Approach 189 1 Introduction 189 2 Experiential Learning 191 3 Education in Data Science 191 4 CRISP-DM: The Cross-Industry Standard Process for Data Mining 192 5 Case Study Description 193 6 Method 195 7 Analysis and Discussion 195 7.1 Abstract Conceptualisation: Business Understanding 195 7.2 Active Experimentation: Data Understanding and Preparation 196 7.3 Concrete Experience: Data Modelling, Evaluation and Deployment 198 7.4 Reflective Observation 199 7.5 The Lecturer's Reflection 201 8 Conclusion 202 References 202 Connecting Generation Z Information Systems Students to Technology Through the Task-Technology Fit Theory 205 1 Introduction 205 2 Background 206 2.1 Millennials Versus Generation Z 206 2.2 E-Textbooks 207 2.3 Task-Technology Fit Theory 208 3 Method 210 4 Findings and Discussion 210 4.1 Participants 210 4.2 E-Textbook-Specific Characteristics and Usefulness 212 4.3 Task-Technology Fit Theory 215 5 Conclusion 217 References 217 Detecting Similarity in Multi-procedure Student Programs Using only Static Code Structure 219 1 Introduction 219 2 Related Work 220 2.1 Plagiarism Detection 220 2.2 Tree Comparison Studies 222 3 Proposed Similarity Detection System 224 3.1 Design Overview 224 3.2 Example Program 225 4 Comparison Algorithms 226 4.1 Brute Force Comparison 228 4.2 Isomorphism 228 4.3 Individual Node Comparison 228 5 Experimental Results 229 5.1 Test Cases 231 5.2 Discussion of the Results 233 6 Conclusion 233 References 234 Enhancing Computer Students' Academic Performance Through Explanatory Modeling 235 1 Introduction 235 2 Related Work 236 3 Method 238 4 Findings 240 4.1 Factors Influencing Cumulative GPA 240 4.2 Strategy for Enhancing Performance 246 5 Limitations 248 6 Conclusions and Future Research Directions 249 References 250 The Use of Industry Advisory Boards at Higher Education Institutions in Southern Africa 252 1 Introduction, Research Problem, and Research Design 252 2 Related Work 255 2.1 Definition and Role of Industry Advisory Boards 255 2.2 Different Requirements: Members, Size, and Meetings 256 2.3 Benefits and Challenges of IABs 256 2.4 Accreditation Board Requirements for Industry Advisory Boards 258 2.5 IAB Guidelines from the Literature 258 3 Advisory Board Survey Results 259 4 Conclusions 265 References 266 Author Index 268 Front Matter ....Pages i-xiv Front Matter ....Pages 1-1 Synthesis of Social Media Messages and Tweets as Feedback Medium in Introductory Programming (Sonny Kabaso, Abejide Ade-Ibijola)....Pages 3-16 Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students (Pakiso J. Khomokhoana, Liezel Nel)....Pages 17-32 Front Matter ....Pages 33-33 An Approach to Teaching Secure Programming in the .NET Environment (Sifiso Bangani, Lynn Futcher, Johan van Niekerk)....Pages 35-49 A Framework for Integrating Secure Coding Principles into Undergraduate Programming Curricula (Sandile Ngwenya, Lynn Futcher)....Pages 50-63 Developing a Digital Forensics Curriculum: Exploring Trends from 2007 to 2017 (Roshan Harneker, Adrie Stander)....Pages 64-76 Front Matter ....Pages 77-77 Hackathons as a Formal Teaching Approach in Information Systems Capstone Courses (Walter F. Uys)....Pages 79-95 Modernizing the Introduction to Software Engineering Course (Marko Schütz-Schmuck)....Pages 96-111 Exercise Task Generation for UML Class/Object Diagrams, via Alloy Model Instance Finding (Violet Kafa, Marcellus Siegburg, Janis Voigtländer)....Pages 112-128 Front Matter ....Pages 129-129 A Connectivist View of a Research Methodology Semantic Wiki (Colin Pilkington, Laurette Pretorius)....Pages 131-146 Cohort Supervision: Towards a Sustainable Model for Distance Learning (Judy van Biljon, Colin Pilkington, Ronell van der Merwe)....Pages 147-162 Guidelines for Conducting Design Science Research in Information Systems (Alta van der Merwe, Aurona Gerber, Hanlie Smuts)....Pages 163-178 Front Matter ....Pages 179-179 Making Sense of Unstructured Data: An Experiential Learning Approach (Sunet Eybers, Marie J. Hattingh)....Pages 181-196 Connecting Generation Z Information Systems Students to Technology Through the Task-Technology Fit Theory (Adriana A. Steyn, Carina de Villiers, Joyce Jordaan, Tshegofatso Pitso)....Pages 197-210 Detecting Similarity in Multi-procedure Student Programs Using only Static Code Structure (Karen Bradshaw, Vongai Chindeka)....Pages 211-226 Enhancing Computer Students’ Academic Performance Through Explanatory Modeling (Leah Mutanu, Philip Machoka)....Pages 227-243 The Use of Industry Advisory Boards at Higher Education Institutions in Southern Africa (Estelle Taylor, Andre P. Calitz)....Pages 244-259 Back Matter ....Pages 261-261